Schulze, Salomé2016-06-152016-06-152010Schulze, S. (2010). A structured programme to develop novice researchers at the University of South Africa. Acta Academica, 42(3), 169-193.2415-0479 (online)0587-2405 (print)http://hdl.handle.net/11660/2967English: The article reports the views of mentors forming part of a structured mentoring programme to develop novice researchers in one college at the University of South Africa. The study was conceptualised according to the constructivist learning theory and the self-efficacy theory. The survey determined the views of 36 mentors by means of a questionnaire. It was found that the majority of the mentors are dedicated to the project. A number of challenges were identified, including a lack of quality time for the project, inadequate institutional support and a lack of training in certain issues, including the influence of mentoring style, how to negotiate rules and give feedback, how to deal with gender and cultural differences, and how to address negative mentee emotions.Afrikaans: Die artikel rapporteer die sienings van mentors wat deel vorm van ’n gestruktureerde mentorprogram om beginnernavorsers te ontwikkel in een kollege aan die Universiteit van Suid-Afrika. Die studie is gekonseptualiseer volgens die konstruktiwistiese leertoerie en die selfdoeltreffendheidsteorie. Die menings van 36 mentors is met behulp van ’n vraelys bepaal. Daar is bevind dat die meeste mentors tot die program verbind is. ’n Aantal uitdagings is geïdentifiseer, insluitende ’n tekort aan kwaliteittyd vir die projek, ’n gebrek aan institusionele steun, en ’n gebrek aan opleiding in sekere kwessies. Laasgenoemde sluit kwessies in soos die invloed van mentorstyl, hoe om oor reëls te onderhandel en terugvoering te gee, hoe om geslags- en kultuurverskille te hanteer, en hoe om negatiewe protégé-emosies te hanteer.enMentoringResearchersConstructivist learning theorySelf-efficacy theoryArticleUniversity of the Free State